Research Plan Technology: Supporting the Teaching of Visual Literacy Pat Auger University of West Georgia Technology: Supporting the Teaching of Visual Literacy Topic Overview One of the most powerful methods of communication is through the use of images. They express both facts and emotions at the same time (Burmark, 2002). Today, students of all ages are constantly surrounded by pictures designed to influence their choices and thought processes. Much of what our students identify as normal is derived from images and is frequently central to what they think and how they relate to the world around them. Appropriate dress, conversation, behavior, relationships and knowledge constructs are often dictated by commercial entities (Zambo, 2009). Chung (2005) explains that television, film and advertisements teach them about the world, but often provide an unrealistic value system. Teens have been passive recipients of a vast quantity of visual representations without the benefit of critical review skills. However, visual literacy is a skill that can be learned in order to better understand these messages and communicate their own ideas (Burns, 2006). Visual literacy can be simply defined as a person's "ability to see, understand, and ultimately to think, create, and communicate graphically (Thibault and Walbert, 2003). John Debes, first president of the International Visual Literacy Association and creator of the term, "visual literacy", viewed the capability as a natural assimilation of sight and the other senses. He maintained that a visually literate person is able to "discriminate and interpret the visible actions, objects, symbols, natural or man-made, that he encounters in his environment" (as cited in IVLA, 2010). Not only is an individual then able to communicate creatively, but also to understand and appreciate great works that speak to us visually. Students need to be trained to ask questions about images they see, such as: "What am I viewing? What was the creator's intent? What meaning does it have for me? Does the text and picture convey a message?" As information is gathered from an image, students can categorize it contextually and ascertain authenticity. It is the beginning of becoming visually intelligent and is a basis for critical thinking, a necessary skill for the 21st century (Burmark, 2002). The influx of multimedia technologies has brought new challenges to teachers also. There is now a need to provide instruction regarding how to design and communicate their ideas digitally (Avgerinou, 2009). Students must develop increasingly complex multimedia presentations, yet do so without adequate instruction (Riesland, 2005). The skills encompassed in visual literacy range from a basic knowledge of the elements of a picture or graphic to comprehension and analysis of visuals such as maps, diagrams or charts (Thibault and Walbert, 2003). Furthermore, visual images are now easily duplicated and manipulated making it more difficult for viewers to know if what they are seeing is real. Chung (2005) advocates teaching visual and media literacy to aid students in critical assessment of advertisements and their influential messages. My goal for this research is to not only define and promote visual literacy, but to ascertain how technology can support the teaching of these skills. Students need to recognize the value of visuals in their lives as well as learn to view them critically. They may believe that they understand all about computers and software, but all too often they cannot understand the distinctions between technologies and their most effective utilization (Spalter and van Dam, 2008). Every discipline can benefit from a deeper understanding of visual literacy. In this research, I want to demonstrate how effective technology can be in supporting visual literacy lessons. Literature Review Introduction The value of teaching visual literacy to students is reflected in educational literature reporting an increase in comprehension and critical thinking. There are numerous introductions to the subject, instructional strategies for implementation and methods of using technology to support the teaching of visual literacy in the classroom. In our visual culture, we are being continually bombarded by images, yet our comprehension of the true messages and influences of those images remains rudimentary (Avgerinou, 2009). The phrase, “a picture is worth a thousand words”, is often used to support the premise that images are invaluable in conveying a message. Teaching students how to read an image, interpret the message and its implications are all elements of learning how to be visually literate (Millum, 2009). The common theme of the articles I read, as noted by Riesland (2005), is the belief that for students to benefit most from the classroom experience, they must be visually literate. Australia is one country that has mandated visual literacy be included in their curriculum; students need to be conversant in the concepts and language (metalanguage) that helps them communicate regarding images and text (Callow, 2008). A number of instructional strategies, techniques and examples exist in current literature for integrating visual literacy skills into curriculum, including the use of technology as a tool for implementation, Definition and Use Visual literacy is a multi-dimensional field of study and as such, has many definitions and goals. Basically, it is a person’s ability to read and understand images and to use them to communicate effectively; it is a competency that can be learned and developed with training. Being able to decode meaning from pictures is as important as learning to read text. Barthes and Gauthier (as cited in Millum, 2009, p. 3), believe that each picture comes with one or more of three messages: linguistic, literal as opposed to symbolic, style and connotation or interpretation. These messages are important to utilize when studying images in order to understand true meaning. In an advertisement, the colors chosen, the intensity of the lighting and angles used can provide implications that support the primary message of the advertiser. Soft colors and lighting portray a sense of romanticism or dream-like quality while black and white pictures with sharp angles conveys a sense of reality. Analyzing images using these guidelines can aid students as they begin to study images and their meaning (Millum, 2009). Expanding on the sole use of pictures, Gillenwater (2009) uses the symbiotic relationship within graphic novels to combat what he terms, “visual illiteracy” (p 33). This format is multimodal, merging text and image to communicate a story and provide a broader learning experience. For the reader to gain a complete understanding of the story, he must merge the two components. This dual coding is suggested to be a better form of teaching reading comprehension to students. For example, a family escaping the Dust Bowl may be visualized differently by each student in a classroom when Karen Hesse’s book, Out of the Dust (1997) is read to them, but the photograph of a victim offers definition and clarity (Long, 2008). Although many students know how to create multimedia presentations, most have very little knowledge of the design principles necessary for creating effective images. Sosa (2009), a college professor of design, includes the proper use of fonts, layout, balance, displays of word art and other images, color use and appropriate spacing in her lessons. Her article also features examples of good versus poor design, visual awareness and in-depth design principles to create a practical resource for teachers. She created a rubric that is devised to give equal weight to specific design requirements and technological skills. Jefferies (2007), a British educator is also involved in the area of design and the use of screen-based mediums. Her goal was to determine if design students were being taught using the most appropriate visual literacy training for their chosen digital medium. She notes that the use of screen based multimedia tools (as opposed to physical tools) are creating the demand for a new visual skill set. These developments will necessitate the formation of diverse teaching methods that are able to meet the needs of both student learning styles and ever changing communication modes. Similarly, Chung (2005) suggests that training is needed in decoding the meaning behind images and symbols used by advertisers to persuade their audience to change a behavior or buy a product. She has created the “AdDeconstruct Project” to teach students how to analyze (cigarette) ads in terms of their overt and perceived messages. Through writing and dialog meetings, they learn to critically view how they are targeted as consumers. Their final project, using Photoshop, is to redesign the ad and present it as an instrument to express their views about cigarettes and smoking. Projects such as these help students learn to ‘read’ what advertisers are saying to them and ask important questions (Riesland, 2005). Images used in advertising can also influence how teens perceive themselves and construct a basis for their actions. Zambo (2009) maintains that adolescents are vulnerable to inaccurate world views and life experiences as portrayed in images. Her work with students with physical disabilities and the use of visual literacy lessons is designed to encourage them to change their misconceptions. She notes that photographs are “rarely neutral or devoid of social, cultural or political context” (p. 64) and are a key part of a teen’s world. Students are led to participate in critical thinking and emotional reflection exercises based on photographs and ad campaigns that are a key part of their world. Technology Integration A number of technologies can be utilized to support the instruction of visual literacy. One of the most accessible and student-friendly technologies available for teaching visual literacy is photography. Both Abrahmov (2008), and Palmquist (2008) teach photography because they believe strongly in its value in society as a social and cultural medium. They did however see a need for educating their students in reading and constructing photos in order to more effectively convey a message. Observations, personal responses and evaluations were an ongoing part of both classes. Palmquist used ad campaigns (such as Dove’s Real Beauty), photo studies and practical tips for using a camera to engage her students and assess critical thinking skills and understanding. Each class member participated in a display of their photos providing measurable results, demonstrating student improvement and how well the theories of visual literacy were combined with the practical aspects of photography. Long (2008) created Full Circling, a process to teach history using visual tools. Students are guided through a series of interactions with visuals and then become actively involved by means of their response. Her aim is to have students not only involved intellectually with the subject matter, but also emotionally. Her research has shown that seeing pictures relating to a specific time period or event bring a new dimension to class discussions, encouraging critical thinking and deeper involvement with the lesson. She discovered that as students are invited to become involved with the people they are studying, they will respond with more passion and conviction. This connection will result in more writing and reading on the part of the student. At the end of the study, Long requires a plan of action from the students to convey their understanding and response to ethical conflicts in the lesson. They created diaries, stories, plays, musicals and even a tableau of live actors – all designed to convey what they have internalized from the text and image presented. Visual tools used with various technologies have been a successful component in Flannery’s (2006) experience teaching biology students. In her article, she divides the available resources for biology teachers into a low-tech or high-tech category. Blogs, digital pictures and video streaming are examples of high-tech tools that are readily available online. For example, teachers can present lessons on genetics using graphics, 2-D and 3-D representations or even a visual environment demonstrating features that words alone could not explain. Low-tech aids can include tables, graphs or charts which still have a valuable place in portraying information due to their organized framework. Svinicki explains that “Visuals are particularly useful for teaching because they invite, indeed demand, relational learning. The mind stores information as a network of relationships” (as cited in Flannery, 2006, p. 301). One important visual aid that is frequently overlooked as being too simplistic is the tree. When the meaning of the lines and connections is explained, it can be a powerful tool for both teachers and students. Flannery concludes that each visual device has a place in learning and can be used effectively to facilitate student comprehension. Another exciting technology to use with students is film. In this case, it is the presentation of movies used to engage students in meaningful dialog and encourage them to interact with relevant current issues. In his book, Teaching Social Issues with Film (2009), Russell created a practical tool utilizing movies to address social issues. The films and subjects are geared toward Social Studies’ classes, but many could be effectively used in a number of other classes. Using the Russell Model for Film, a teacher will benefit from the questions and suggestions it offers to guide students through a film viewing. The book provides a detailed list of 180 films categorized within 30 different social subjects. A brief synopsis of the film is given and the topic is defined. Film used as the visual starting point of discussion can be instructionally beneficial in many areas: students become wise consumers of media, critical thinking is learned and internalized, proficiency in communication skills increases and students learn how to analyze any image or message. Research Problem How can technology support the teaching of visual literacy to students? Students need instruction in how to process pictures and graphics critically and reflectively (Burns, 2006). As the articles reviewed noted, a number of strategies and techniques are available to teachers wanting to incorporate visual training into their lessons. Because visual literacy is a skill that can be learned and internalized, teachers can easily utilize a variety of available materials and technologies. Additionally, educators will enhance their communication with students using visual literacy tools and technologies that support it. Students will increase their comprehension and critical thinking skills and be able to more effectively create products that reflect visual literacy principles (Avgerinou, 2009).
Research Methodology & Design Data Collection & Instrumentation The subject of visual literacy applies itself to a grounded theory because it contains three important characteristics: generality, understanding and control. (Johnson & Christensen, 2008). The research articles consisting of case studies and narratives have been useful in demonstrating the most effective methods of teaching visual literacy issues, enhanced through technology. This research will be qualitative and will provide data from interviews, open-ended questions, student responses and reflections (verbal and written) as well as student generated products. The study will begin by surveying teachers regarding their knowledge of the use of visuals in instruction, technologies used by their students for projects and their interest in incorporating a visual literacy lesson into their curriculum. The survey (Appendix A) has been written by this researcher and will be distributed to fifty teachers. It includes questions regarding the use of visuals in lessons, technology use by teachers and students. The overall aim of the survey is to ascertain the teacher’s receptiveness to a visual literacy lesson in his/her classroom. It will also provide data regarding which technologies are currently being utilized by the teacher and his/her perception of the tools students are using. Based on the results of the survey, interviews will then be conducted with teachers interested in having a visual literacy component included in their lesson plans. The interviews will take place at the teacher’s convenience and will last no more than thirty minutes. The results of their interests, goals and collaborative needs will be compiled and analyzed in order to custom design an appropriate lesson plan. In order to determine methods of effectively using technology to support visual literacy lessons, this researcher will conduct lessons in five high school classrooms within two different subject areas. The participants for my study will consist of ninth and tenth grade students in classes of teachers willing to include the visual literacy component in their curriculum. Permission forms will not be required as the lessons will be offered as a complement to the teacher’s course of study and will be conducted during school hours. For the research plan, the lesson will explore the design elements of images and how they are utilized in advertisements. The lesson plan is composed of four sections that can be adapted for incorporation in a number of subject areas. Section A: Prior to instruction, each student will be given a print ad and will use Appendix B to record their observations of the advertisement. Section B: Instructional time will consist of analysis of the elements used in creating advertisements including, but not limited to: color, line, point of view, light, composition and shape. How advertisers convey their message using these design elements will be discussed. Examples of ads that use these elements will be shown. Open-ended questions to students will allow this researcher to observe their response to the images and attitude as they discuss and reflect upon related issues (Johnson & Christensen, 2008). Student responses will be noted and projected (using document camera) for the class to see. This will provide a record of their viewpoints which will be analyzed at a later date. Section C: Students will create a multimedia presentation designed to present a message. Students will be divided into groups of three and will be issued a subject for which to create an advertisement. A digital camera and a computer will be made available for their product creation. Photo Story will be used for photo editing and presentation. A rubric (Appendix C) will be provided to assess their inclusion of design elements and appropriate use of technology. Brief instructions and demonstrations will guide them in camera use and the online photo editing program. Section D: Students will present their advertisements to the class. Presentations will be evaluated on their incorporation of design elements, use of technology tools and strength of message. Discussion will be led regarding each advertisement. Student responses, opinions and reflections will be noted by the researcher during presentations and then transcribed for coding. The data from memos, student products and notes will be analyzed and compiled into a summary and presented to school staff. Data Analysis The holistic perspective as described by Johnson & Christensen presents key points in the analysis of my data. This qualitative research will "focus on complex interdependencies and system dynamics that cannot meaningfully be reduced to a few discrete variables and linear, cause and effect relationships" (p. 393). It cannot necessarily be reduced to a succession of steps, but rather an emerging pattern of data (Johnson & Christensen, 2008). The collection of data will be maintained throughout the lesson and will be concurrent with the analysis. There will be ongoing interaction between the researcher, data collected and the developing theory (Johnson & Christensen, 2008). Open coding will be used to analysis the teacher surveys, initial interviews and the student observation sheet (Section A). Data analysis of Section B will include axial coding and memoing of student responses. It will reveal the categories and relationships that emerge resulting in a grounded theory that offers a good fit for the situation (Johnson & Christensen, 2008). Selective coding will complete the analysis process reinforcing the theory that technology supports visual literacy instruction. Timeline Determining how technology supports the teaching of visual literacy will take place over a thirteen to fifteen week period. Four weeks before implementing the lessons, surveys will be distributed to teachers, interviews conducted and the results compiled. Based on these results, two weeks will be used to design lessons appropriate to each discipline and subject being studied. Classes will be scheduled and materials will then be prepared for teaching. The next three to five weeks will be spent teaching visual literacy classes, collecting data from observations, interviews and student products. Two more weeks will be utilized in analyzing data, and compiling results. The final week will be used to share the results of the research with the staff and administration.
Week
Task
Week 1-4
Surveys to teachers Conduct interviews; Compile results
Conclusion As a result of this research plan, I hope to offer evidence of the value of incorporating technology into lessons to support the teaching of visual literacy. Student responses and products will indicate whether students have internalized visual design principles and demonstrate skills using technology to reflect their comprehension. References Albers, P., (2010). Exploring Consumerism Where Ads and Art Intersect. International Reading Association. Retrieved from: http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-consumerism-where-intersect-1114.html?tab=3#tabs Abrahmov, S., & Ronen, M. (2008). Double blending: online theory with on-campus practice in photography instruction. Innovations in Education and Teaching International, 45(1), 3-14. Retrieved from Research Library. (Document ID: 1480083451). Burmark, L. (2002). Visual literacy: learn to see, see to learn. Alexandria, VA: Association for Supervision and Curriculum Development.
Burns, M. (2006). A Thousand Words: Promoting Teachers’ Visual Literacy Skills. MultiMedia & Internet Schools, 13(1), 16-20. Retrieved from EBSCO database.
Callow, J. (2008). Show me: principles for assessing students’ visual literacy. The Reading Teacher, 61(8), 616-620, 622-626. Retrieved from Research Library. (Document ID: 1474543421).
Flannery, M., (2006). Thinking in pictures. American Biology Teacher, 68(5), 299-303. Gillenwater, C. (2009). Lost literacy: how graphic novels can recover visual literacy in the literacy classroom. Afterimage, 37(2), 33-36. Retrieved from Academic Search Complete. International Visual Literacy Association, (2010). What is “visual literacy”? Retrieved from: http://www.ivla.org/org_what_vis_lit.htm Jeffries, E. (2007). Devising a method for improving design education of digital visual skills. Journal of Visual Literacy, 27(1), 123-138. Johnson, B., & Christensen, L. (2008). Educational research: quantitative, qualitative, and mixed approaches. (3rd ed.). Thousand Oaks: Sage Publications, Inc.
Long, T., (2008). The full circling process: Leaping into the ethics of history using critical visual literacy and arts-based activism. Journal of Adolescent & Adult Literacy, 51(60), 498-508. Retrieved from Research Library. (Document ID: 1442013881).
Millum, T. (2009) Making sense of pictures: a beginner’s guide to teaching visual images. English Drama Media 14, 37-42. Retrieved from EBSCO database. Palmquist, N. (2008). Creating images to understand visual literacy. Knowledge Quest 36(3) 20-23. Retrieved from EBSCO database.
Riesland, E. (2005). Visual literacy and the classroom. New Horizons for Learning, Spring, 2005. Retrieved from: http://www.newhorizons.org/strategies/literacy/riesland.htm Russell, W. (2009). Teaching social issues with film. Charlotte, NC: Information Age Publishing, Inc. Sosa, T. (2009). Visual literacy: the missing piece of your technology integration course. Tech Trends, 53(2), 55-58. Retrieved from EBSCO database. Spalter, A., & van Dam, A. (2008). Digital visual literacy. Theory Into Practice, 47(2), 93-101. Thibault, M. & Walbert, D., (2003). Reading images: an introduction to visual literacy. LearnNC, 2005. Retrieved from http://www.learnc.org Zambo, D. (2009). Using visual literacy to help adolescents understand how images influence their lives. Teaching Exceptional Children 41(6), 60-67. Retrieved from EBSCO database.
Literature Cited
Hesse, K. (1997). Out of the dust. New York: Scholastic, Inc.
Thank you for taking time to complete this survey. It is being conducted as part of my research for a class at the University of West Georgia. My goal is to determine how technology supports the teaching of visual literacy skills in the classroom. I am also interested in your desire in having a visual literacy lesson conducted in one of your classes.
Thanks again for your time and participation.
1. What grade(s) do you teach?
What grade(s) do you teach? 9th Grade10th Grade11th Grade12th Grade
2. What subject(s) do you teach?
What subject(s) do you teach?
3. How often do you incorporate photographs, graphics, or other images into your lessons?
How often do you incorporate photographs, graphics, or other images into your lessons? Almost every dayA few times per week
At least once a weekA couple of times per month
OccasionallyNever
4. How effective do you think the use of images are in a lesson?
How effective do you think the use of images are in a lesson? Very EffectiveAdd some interestDoes not add muchDetracts from material
5. Choose from the following list of internet sources that you have used in the past year as part of your instructional plan.
Choose from the following list of internet sources that you have used in the past year as part of your instructional plan. Google ImagesFlickr, Picnik or similar photo resourcesAmerican Memory CollectionCreative Commons
Other (please specify)
6. Which of the following programs do you use to create projects or instructional aids for your lessons?
Which of the following programs do you use to create projects or instructional aids for your lessons? PowerPointMovieMakerPublisherVoice Thread
PhotoshopAudacityAnimotoNone
Other (please specify)
7. Do your students use any of the following programs to create projects for your class?
Do your students use any of the following programs to create projects for your class? PowerPointMovieMakerPublisherVoice ThreadPhotoshop
AudacityAnimotoNot sureNone
Other (please specify)
8. Do you feel that your students would benefit from a lesson that uses visuals and technology to aid in student comprehension and critical thinking?
Do you feel that your students would benefit from a lesson that uses visuals and technology to aid in student comprehension and critical thinking? Agree
Disagree
Undecided
9. If you are interested in discussing a collaboration that uses a technology to incorporate visual elements into your lesson, please type in your name and when it would be convenient for us to meet. I look forward to your response. Pat Auger, Media Specialist
If you are interested in discussing a collaboration that uses a technology to incorporate visual elements into your lesson, please type in your name and when it would be convenient for us to meet. I look forward to your response. Pat Auger, Media Specialist Survey Powered by: **SurveyMonkey** "Surveys Made Simple." Appendix B - Advertisement Assessment (Produced in landscape mode) ADVERTISEMENT ASSESSMENT Student Name: _Date: Instructions: Use the form below to quickly explore and explain this advertisement. Name of the Product: _Name of publication ad appeared in: ___
Colors Used? What emotional response did you have when you first saw the ad?
Who is represented? What objects appear in the image?
What words are used in the advertisement?
What words entice the viewer to buy?
Do you like the advertisement? Why or Why not?
(Adapted from Albers, Peggy. 2010.) Appendix C – Multimedia Presentation Rubric Multimedia Presentation Rubric - Advertisement || Scoring Rubric
1
3
5
7
10
Design
Presentation contains all elements (text, color, light, focus, background)
Students show design elements...contrast between text and background and graphics; images enhance the presentation.
Multimedia elements are visible, adequate font choice, color schemes, sizes and styles are appropriate.
Content
Information is relevant and interesting.
Students have used creativity in the design.
Students have used correct punctuation, complete sentences, grammar, and spelling.
Presentation
The presentation is fluent from beginning to end.
Presentation has final slide(s) which lists the sources and presenters.
Teamwork (Individual works well within team- willing to listen to others as well as shares ideas; encourages group work; and compromises if/when needed for the betterment of the project.)
Total Points
Rubric Legend: Incomplete 1 Average 5 Excellent 10 Poor 3 Good 7 (Adapted from Docstoc.com, 2010.)
Research Plan
Technology: Supporting the Teaching of Visual Literacy
Pat Auger
University of West Georgia
Technology: Supporting the Teaching of Visual Literacy
Topic Overview
One of the most powerful methods of communication is through the use of images. They express both facts and emotions at the same time (Burmark, 2002). Today, students of all ages are constantly surrounded by pictures designed to influence their choices and thought processes. Much of what our students identify as normal is derived from images and is frequently central to what they think and how they relate to the world around them. Appropriate dress, conversation, behavior, relationships and knowledge constructs are often dictated by commercial entities (Zambo, 2009). Chung (2005) explains that television, film and advertisements teach them about the world, but often provide an unrealistic value system. Teens have been passive recipients of a vast quantity of visual representations without the benefit of critical review skills. However, visual literacy is a skill that can be learned in order to better understand these messages and communicate their own ideas (Burns, 2006).
Visual literacy can be simply defined as a person's "ability to see, understand, and ultimately to think, create, and communicate graphically (Thibault and Walbert, 2003). John Debes, first president of the International Visual Literacy Association and creator of the term, "visual literacy", viewed the capability as a natural assimilation of sight and the other senses. He maintained that a visually literate person is able to "discriminate and interpret the visible actions, objects, symbols, natural or man-made, that he encounters in his environment" (as cited in IVLA, 2010). Not only is an individual then able to communicate creatively, but also to understand and appreciate great works that speak to us visually. Students need to be trained to ask questions about images they see, such as: "What am I viewing? What was the creator's intent? What meaning does it have for me? Does the text and picture convey a message?" As information is gathered from an image, students can categorize it contextually and ascertain authenticity. It is the beginning of becoming visually intelligent and is a basis for critical thinking, a necessary skill for the 21st century (Burmark, 2002).
The influx of multimedia technologies has brought new challenges to teachers also. There is now a need to provide instruction regarding how to design and communicate their ideas digitally (Avgerinou, 2009). Students must develop increasingly complex multimedia presentations, yet do so without adequate instruction (Riesland, 2005). The skills encompassed in visual literacy range from a basic knowledge of the elements of a picture or graphic to comprehension and analysis of visuals such as maps, diagrams or charts (Thibault and Walbert, 2003). Furthermore, visual images are now easily duplicated and manipulated making it more difficult for viewers to know if what they are seeing is real. Chung (2005) advocates teaching visual and media literacy to aid students in critical assessment of advertisements and their influential messages.
My goal for this research is to not only define and promote visual literacy, but to ascertain how technology can support the teaching of these skills. Students need to recognize the value of visuals in their lives as well as learn to view them critically. They may believe that they understand all about computers and software, but all too often they cannot understand the distinctions between technologies and their most effective utilization (Spalter and van Dam, 2008). Every discipline can benefit from a deeper understanding of visual literacy. In this research, I want to demonstrate how effective technology can be in supporting visual literacy lessons.
Literature Review
Introduction
The value of teaching visual literacy to students is reflected in educational literature reporting an increase in comprehension and critical thinking. There are numerous introductions to the subject, instructional strategies for implementation and methods of using technology to support the teaching of visual literacy in the classroom.
In our visual culture, we are being continually bombarded by images, yet our comprehension of the true messages and influences of those images remains rudimentary (Avgerinou, 2009). The phrase, “a picture is worth a thousand words”, is often used to support the premise that images are invaluable in conveying a message. Teaching students how to read an image, interpret the message and its implications are all elements of learning how to be visually literate (Millum, 2009). The common theme of the articles I read, as noted by Riesland (2005), is the belief that for students to benefit most from the classroom experience, they must be visually literate. Australia is one country that has mandated visual literacy be included in their curriculum; students need to be conversant in the concepts and language (metalanguage) that helps them communicate regarding images and text (Callow, 2008). A number of instructional strategies, techniques and examples exist in current literature for integrating visual literacy skills into curriculum, including the use of technology as a tool for implementation,
Definition and Use
Visual literacy is a multi-dimensional field of study and as such, has many definitions and goals. Basically, it is a person’s ability to read and understand images and to use them to communicate effectively; it is a competency that can be learned and developed with training. Being able to decode meaning from pictures is as important as learning to read text. Barthes and Gauthier (as cited in Millum, 2009, p. 3), believe that each picture comes with one or more of three messages: linguistic, literal as opposed to symbolic, style and connotation or interpretation. These messages are important to utilize when studying images in order to understand true meaning. In an advertisement, the colors chosen, the intensity of the lighting and angles used can provide implications that support the primary message of the advertiser. Soft colors and lighting portray a sense of romanticism or dream-like quality while black and white pictures with sharp angles conveys a sense of reality. Analyzing images using these guidelines can aid students as they begin to study images and their meaning (Millum, 2009).
Expanding on the sole use of pictures, Gillenwater (2009) uses the symbiotic relationship within graphic novels to combat what he terms, “visual illiteracy” (p 33). This format is multimodal, merging text and image to communicate a story and provide a broader learning experience. For the reader to gain a complete understanding of the story, he must merge the two components. This dual coding is suggested to be a better form of teaching reading comprehension to students. For example, a family escaping the Dust Bowl may be visualized differently by each student in a classroom when Karen Hesse’s book, Out of the Dust (1997) is read to them, but the photograph of a victim offers definition and clarity (Long, 2008).
Although many students know how to create multimedia presentations, most have very little knowledge of the design principles necessary for creating effective images. Sosa (2009), a college professor of design, includes the proper use of fonts, layout, balance, displays of word art and other images, color use and appropriate spacing in her lessons. Her article also features examples of good versus poor design, visual awareness and in-depth design principles to create a practical resource for teachers. She created a rubric that is devised to give equal weight to specific design requirements and technological skills. Jefferies (2007), a British educator is also involved in the area of design and the use of screen-based mediums. Her goal was to determine if design students were being taught using the most appropriate visual literacy training for their chosen digital medium. She notes that the use of screen based multimedia tools (as opposed to physical tools) are creating the demand for a new visual skill set. These developments will necessitate the formation of diverse teaching methods that are able to meet the needs of both student learning styles and ever changing communication modes.
Similarly, Chung (2005) suggests that training is needed in decoding the meaning behind images and symbols used by advertisers to persuade their audience to change a behavior or buy a product. She has created the “AdDeconstruct Project” to teach students how to analyze (cigarette) ads in terms of their overt and perceived messages. Through writing and dialog meetings, they learn to critically view how they are targeted as consumers. Their final project, using Photoshop, is to redesign the ad and present it as an instrument to express their views about cigarettes and smoking. Projects such as these help students learn to ‘read’ what advertisers are saying to them and ask important questions (Riesland, 2005).
Images used in advertising can also influence how teens perceive themselves and construct a basis for their actions. Zambo (2009) maintains that adolescents are vulnerable to inaccurate world views and life experiences as portrayed in images. Her work with students with physical disabilities and the use of visual literacy lessons is designed to encourage them to change their misconceptions. She notes that photographs are “rarely neutral or devoid of social, cultural or political context” (p. 64) and are a key part of a teen’s world. Students are led to participate in critical thinking and emotional reflection exercises based on photographs and ad campaigns that are a key part of their world.
Technology Integration
A number of technologies can be utilized to support the instruction of visual literacy. One of the most accessible and student-friendly technologies available for teaching visual literacy is photography. Both Abrahmov (2008), and Palmquist (2008) teach photography because they believe strongly in its value in society as a social and cultural medium. They did however see a need for educating their students in reading and constructing photos in order to more effectively convey a message. Observations, personal responses and evaluations were an ongoing part of both classes. Palmquist used ad campaigns (such as Dove’s Real Beauty), photo studies and practical tips for using a camera to engage her students and assess critical thinking skills and understanding. Each class member participated in a display of their photos providing measurable results, demonstrating student improvement and how well the theories of visual literacy were combined with the practical aspects of photography.
Long (2008) created Full Circling, a process to teach history using visual tools. Students are guided through a series of interactions with visuals and then become actively involved by means of their response. Her aim is to have students not only involved intellectually with the subject matter, but also emotionally. Her research has shown that seeing pictures relating to a specific time period or event bring a new dimension to class discussions, encouraging critical thinking and deeper involvement with the lesson. She discovered that as students are invited to become involved with the people they are studying, they will respond with more passion and conviction. This connection will result in more writing and reading on the part of the student. At the end of the study, Long requires a plan of action from the students to convey their understanding and response to ethical conflicts in the lesson. They created diaries, stories, plays, musicals and even a tableau of live actors – all designed to convey what they have internalized from the text and image presented.
Visual tools used with various technologies have been a successful component in Flannery’s (2006) experience teaching biology students. In her article, she divides the available resources for biology teachers into a low-tech or high-tech category. Blogs, digital pictures and video streaming are examples of high-tech tools that are readily available online. For example, teachers can present lessons on genetics using graphics, 2-D and 3-D representations or even a visual environment demonstrating features that words alone could not explain. Low-tech aids can include tables, graphs or charts which still have a valuable place in portraying information due to their organized framework. Svinicki explains that “Visuals are particularly useful for teaching because they invite, indeed demand, relational learning. The mind stores information as a network of relationships” (as cited in Flannery, 2006, p. 301). One important visual aid that is frequently overlooked as being too simplistic is the tree. When the meaning of the lines and connections is explained, it can be a powerful tool for both teachers and students. Flannery concludes that each visual device has a place in learning and can be used effectively to facilitate student comprehension.
Another exciting technology to use with students is film. In this case, it is the presentation of movies used to engage students in meaningful dialog and encourage them to interact with relevant current issues. In his book, Teaching Social Issues with Film (2009), Russell created a practical tool utilizing movies to address social issues. The films and subjects are geared toward Social Studies’ classes, but many could be effectively used in a number of other classes. Using the Russell Model for Film, a teacher will benefit from the questions and suggestions it offers to guide students through a film viewing. The book provides a detailed list of 180 films categorized within 30 different social subjects. A brief synopsis of the film is given and the topic is defined. Film used as the visual starting point of discussion can be instructionally beneficial in many areas: students become wise consumers of media, critical thinking is learned and internalized, proficiency in communication skills increases and students learn how to analyze any image or message.
Research Problem
How can technology support the teaching of visual literacy to students? Students need instruction in how to process pictures and graphics critically and reflectively (Burns, 2006). As the articles reviewed noted, a number of strategies and techniques are available to teachers wanting to incorporate visual training into their lessons. Because visual literacy is a skill that can be learned and internalized, teachers can easily utilize a variety of available materials and technologies. Additionally, educators will enhance their communication with students using visual literacy tools and technologies that support it. Students will increase their comprehension and critical thinking skills and be able to more effectively create products that reflect visual literacy principles (Avgerinou, 2009).
Research Methodology & Design
Data Collection & Instrumentation
The subject of visual literacy applies itself to a grounded theory because it contains three important characteristics: generality, understanding and control. (Johnson & Christensen, 2008). The research articles consisting of case studies and narratives have been useful in demonstrating the most effective methods of teaching visual literacy issues, enhanced through technology. This research will be qualitative and will provide data from interviews, open-ended questions, student responses and reflections (verbal and written) as well as student generated products.
The study will begin by surveying teachers regarding their knowledge of the use of visuals in instruction, technologies used by their students for projects and their interest in incorporating a visual literacy lesson into their curriculum. The survey (Appendix A) has been written by this researcher and will be distributed to fifty teachers. It includes questions regarding the use of visuals in lessons, technology use by teachers and students. The overall aim of the survey is to ascertain the teacher’s receptiveness to a visual literacy lesson in his/her classroom. It will also provide data regarding which technologies are currently being utilized by the teacher and his/her perception of the tools students are using. Based on the results of the survey, interviews will then be conducted with teachers interested in having a visual literacy component included in their lesson plans. The interviews will take place at the teacher’s convenience and will last no more than thirty minutes. The results of their interests, goals and collaborative needs will be compiled and analyzed in order to custom design an appropriate lesson plan.
In order to determine methods of effectively using technology to support visual literacy lessons, this researcher will conduct lessons in five high school classrooms within two different subject areas. The participants for my study will consist of ninth and tenth grade students in classes of teachers willing to include the visual literacy component in their curriculum. Permission forms will not be required as the lessons will be offered as a complement to the teacher’s course of study and will be conducted during school hours.
For the research plan, the lesson will explore the design elements of images and how they are utilized in advertisements. The lesson plan is composed of four sections that can be adapted for incorporation in a number of subject areas.
Section A: Prior to instruction, each student will be given a print ad and will use Appendix B to record their observations of the advertisement.
Section B: Instructional time will consist of analysis of the elements used in creating advertisements including, but not limited to: color, line, point of view, light, composition and shape. How advertisers convey their message using these design elements will be discussed. Examples of ads that use these elements will be shown. Open-ended questions to students will allow this researcher to observe their response to the images and attitude as they discuss and reflect upon related issues (Johnson & Christensen, 2008). Student responses will be noted and projected (using document camera) for the class to see. This will provide a record of their viewpoints which will be analyzed at a later date.
Section C: Students will create a multimedia presentation designed to present a message. Students will be divided into groups of three and will be issued a subject for which to create an advertisement. A digital camera and a computer will be made available for their product creation. Photo Story will be used for photo editing and presentation. A rubric (Appendix C) will be provided to assess their inclusion of design elements and appropriate use of technology. Brief instructions and demonstrations will guide them in camera use and the online photo editing program.
Section D: Students will present their advertisements to the class. Presentations will be evaluated on their incorporation of design elements, use of technology tools and strength of message. Discussion will be led regarding each advertisement. Student responses, opinions and reflections will be noted by the researcher during presentations and then transcribed for coding.
The data from memos, student products and notes will be analyzed and compiled into a summary and presented to school staff.
Data Analysis
The holistic perspective as described by Johnson & Christensen presents key points in the analysis of my data. This qualitative research will "focus on complex interdependencies and system dynamics that cannot meaningfully be reduced to a few discrete variables and linear, cause and effect relationships" (p. 393). It cannot necessarily be reduced to a succession of steps, but rather an emerging pattern of data (Johnson & Christensen, 2008).
The collection of data will be maintained throughout the lesson and will be concurrent with the analysis. There will be ongoing interaction between the researcher, data collected and the developing theory (Johnson & Christensen, 2008). Open coding will be used to analysis the teacher surveys, initial interviews and the student observation sheet (Section A). Data analysis of Section B will include axial coding and memoing of student responses. It will reveal the categories and relationships that emerge resulting in a grounded theory that offers a good fit for the situation (Johnson & Christensen, 2008). Selective coding will complete the analysis process reinforcing the theory that technology supports visual literacy instruction.
Timeline
Determining how technology supports the teaching of visual literacy will take place over a thirteen to fifteen week period. Four weeks before implementing the lessons, surveys will be distributed to teachers, interviews conducted and the results compiled. Based on these results, two weeks will be used to design lessons appropriate to each discipline and subject being studied. Classes will be scheduled and materials will then be prepared for teaching. The next three to five weeks will be spent teaching visual literacy classes, collecting data from observations, interviews and student products. Two more weeks will be utilized in analyzing data, and compiling results. The final week will be used to share the results of the research with the staff and administration.
Week 1-4
Surveys to teachers Conduct interviews; Compile results
Week 5-7
Design lessons; Schedule classes; Materials preparation.
Week 8-13
Teach VL classes; Collect data
Week 14-15
Participant feedback; Analyze data; Compile results
Week 16
Share results with teachers and administration.
Conclusion
As a result of this research plan, I hope to offer evidence of the value of incorporating technology into lessons to support the teaching of visual literacy. Student responses and products will indicate whether students have internalized visual design principles and demonstrate skills using technology to reflect their comprehension.
References
Albers, P., (2010). Exploring Consumerism Where Ads and Art Intersect. International Reading Association. Retrieved from: http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-consumerism-where-intersect-1114.html?tab=3#tabs
Abrahmov, S., & Ronen, M. (2008). Double blending: online theory with on-campus practice in photography instruction. Innovations in Education and Teaching International, 45(1), 3-14. Retrieved from Research Library. (Document ID: 1480083451).
Burmark, L. (2002). Visual literacy: learn to see, see to learn. Alexandria, VA: Association for Supervision and Curriculum Development.
Burns, M. (2006). A Thousand Words: Promoting Teachers’ Visual Literacy Skills. MultiMedia & Internet Schools, 13(1), 16-20. Retrieved from EBSCO database.
Callow, J. (2008). Show me: principles for assessing students’ visual literacy. The Reading Teacher, 61(8), 616-620, 622-626. Retrieved from Research Library. (Document ID: 1474543421).
Chung, S.K. (2005). Media/Visual Literacy Art Education: Cigarette Ad Deconstruction. Art Education. 58(3). 19-25. Retrieved from ProQuest database.
Docstoc. (2010). Multimedia Presentation Rubric – Commercial. Retrieved from: http://www.docstoc.com/docs/54090724/Multimedia-Presentation-Rubric---Commercial
Flannery, M., (2006). Thinking in pictures. American Biology Teacher, 68(5), 299-303.
Gillenwater, C. (2009). Lost literacy: how graphic novels can recover visual literacy in the literacy classroom. Afterimage, 37(2), 33-36. Retrieved from Academic Search Complete.
International Visual Literacy Association, (2010). What is “visual literacy”? Retrieved from: http://www.ivla.org/org_what_vis_lit.htm
Jeffries, E. (2007). Devising a method for improving design education of digital visual skills. Journal of Visual Literacy, 27(1), 123-138.
Johnson, B., & Christensen, L. (2008). Educational research: quantitative, qualitative, and mixed approaches. (3rd ed.). Thousand Oaks: Sage Publications, Inc.
Long, T., (2008). The full circling process: Leaping into the ethics of history using critical visual literacy and arts-based activism. Journal of Adolescent & Adult Literacy, 51(60), 498-508. Retrieved from Research Library. (Document ID: 1442013881).
Millum, T. (2009) Making sense of pictures: a beginner’s guide to teaching visual images. English Drama Media 14, 37-42. Retrieved from EBSCO database.
Palmquist, N. (2008). Creating images to understand visual literacy. Knowledge Quest 36(3) 20-23. Retrieved from EBSCO database.
Riesland, E. (2005). Visual literacy and the classroom. New Horizons for Learning, Spring, 2005. Retrieved from: http://www.newhorizons.org/strategies/literacy/riesland.htm
Russell, W. (2009). Teaching social issues with film. Charlotte, NC: Information Age Publishing, Inc.
Sosa, T. (2009). Visual literacy: the missing piece of your technology integration course. Tech Trends, 53(2), 55-58. Retrieved from EBSCO database.
Spalter, A., & van Dam, A. (2008). Digital visual literacy. Theory Into Practice, 47(2), 93-101.
Thibault, M. & Walbert, D., (2003). Reading images: an introduction to visual literacy. LearnNC, 2005. Retrieved from http://www.learnc.org
Zambo, D. (2009). Using visual literacy to help adolescents understand how images influence their lives. Teaching Exceptional Children 41(6), 60-67. Retrieved from EBSCO database.
Literature Cited
Hesse, K. (1997). Out of the dust. New York: Scholastic, Inc.Appendix
Appendix A – Teacher Survey (original at **http://www.surveymonkey.com/s/PTQ78BN**)VL Teacher Survey
Dear Fellow Teacher:
Thank you for taking time to complete this survey. It is being conducted as part of my research for a class at the University of West Georgia. My goal is to determine how technology supports the teaching of visual literacy skills in the classroom. I am also interested in your desire in having a visual literacy lesson conducted in one of your classes.
Thanks again for your time and participation.
1. What grade(s) do you teach?
2. What subject(s) do you teach?
What subject(s) do you teach?
3. How often do you incorporate photographs, graphics, or other images into your lessons?
4. How effective do you think the use of images are in a lesson?
5. Choose from the following list of internet sources that you have used in the past year as part of your instructional plan.
6. Which of the following programs do you use to create projects or instructional aids for your lessons?
7. Do your students use any of the following programs to create projects for your class?
8. Do you feel that your students would benefit from a lesson that uses visuals and technology to aid in student comprehension and critical thinking?
9. If you are interested in discussing a collaboration that uses a technology to incorporate visual elements into your lesson, please type in your name and when it would be convenient for us to meet. I look forward to your response. Pat Auger, Media Specialist
If you are interested in discussing a collaboration that uses a technology to incorporate visual elements into your lesson, please type in your name and when it would be convenient for us to meet. I look forward to your response. Pat Auger, Media Specialist
Survey Powered by:
**SurveyMonkey**
"Surveys Made Simple."
Appendix B - Advertisement Assessment (Produced in landscape mode)
ADVERTISEMENT ASSESSMENT
Student Name: _Date:
Instructions: Use the form below to quickly explore and explain this advertisement.
Name of the Product: _Name of publication ad appeared in: ___
What emotional response did you have when you first saw the ad?
What objects appear in the image?
Why or Why not?
(Adapted from Albers, Peggy. 2010.)
Appendix C – Multimedia Presentation Rubric
Multimedia Presentation Rubric - Advertisement
||
Scoring Rubric
1
3
5
7
10
(text, color, light, focus, background)
Rubric Legend:
Incomplete 1 Average 5 Excellent 10
Poor 3 Good 7
(Adapted from Docstoc.com, 2010.)